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Instructional Plan Cold War Vocabulary

Background Information

Grade: 11th
Unit/Subject: Cold War/ American Studies
Instructional Plan Title/Focus: Cold War Vocabulary

a. Instructional Plan Purpose: The purpose of this lesson plan is to introduce students to the vocabulary
terms they will encounter throughout our Cold War unit. The lesson plan will follow Marzanos six step
process for teaching academic vocabulary. Students will use dictionaries to find and explanation of the
term, create their own definition for the term, construct a picture or symbol to represent the word, and
participate in a game that will push them to use the word in multiple contexts and discuss the terms in
small groups. Finally, students will demonstrate their mastery of the new vocabulary by writing
complete sentence using the vocabulary terms in their historical context.
b. Alignment to State Learning Standards: Determine the meaning of words and phrases as they are used in
a text. (CCSS.ELA-LITERACY.RH.11-12.4)

c. Content Objectives:
SWBAT write complete sentences correctly using Armistice, McCarthyism, Doctrine,
Retaliation, Brinksmanship, and Arms Race in the historical context of the Cold War.
Language Objectives:
SWBAT define the terms Armistice, McCarthyism, Doctrine, Retaliation, Brinksmanship,
and Arms Race.
d. Previous Learning Experiences: Students have encountered armistice, arms race, and retaliation
before during our units on WW1 and WW2. Students have also been introduced to the Cold War in the
previous five-day unit on the origins of the Cold War. This lesson is the first in a three-week long unit
on the Cold War from 1949-1963.
f. Assessment Strategies
Content/Language Objectives
SWBAT write complete sentences
correctly using Armistice,
McCarthyism, Doctrine, Retaliation,
Brinksmanship, and Arms Race in the
historical context of the Cold War.

Assessment Strategies
Formative: Student understanding of the terms will be
formatively assessed during the group presentations. The
instructor will have the opportunity to address
misconceptions and refine students understandings of
the term at this stage. Student understanding of the term
will also be formatively assessed during the trivia
activity. The instructor will address gaps in student
knowledge that appear at this stage.
Summative: Student achievement of the learning target
will be summatively assessed by the paragraph writing
activity. Paragraphs will be scored on
grammar/conventions, correct use of each vocabulary
term, and correct context for each term (see rubric).

SWBAT define the terms Armistice,


McCarthyism, Doctrine, Retaliation,
Brinksmanship, and Arms Race.

Formative: Student understanding of the terms will be


formatively assessed during the group presentations. The
instructor will have the opportunity to address
misconceptions and refine students understandings of
the term at this stage.
Summative: Student achievement of this learning target
will be assessed on the vocabulary notes sheets. Students
notes sheets will be scored on accurate and original
definitions.

g. Student Voice:
K-12 students will be able to:
1. Explain student learning targets
and what is required to meet
them (including why they are
important to learn).
2. Monitor their own learning
progress toward the learning
targets using the tools provided.

Student-based evidence to
be collected:
Opener-Closure Sheets

Opener-Closure Sheets

Description of how students will


reflect on their learning.
On their opener sheets, students will
write the learning targets. The class
will also have a brief discussion of
the learning targets at the beginning
of the period.
On their closures, students will rate
themselves from 1 to 4 on their
progress towards the learning
targets and explain why they gave
themselves that rating and how they
can improve.

h. Grouping of Students for Instruction:


a. Students will complete the opener individually initially to activate their prior knowledge. Students
will then share with their partners and the whole class to benefit from the prior knowledge of their
peers.
b. Students will work in small groups during the initial activity to cooperatively learn the meaning of
the vocabulary word assigned to their group and to create a presentation of this word. This will
also provide additional support to ELD and IEP students.
c. Students will fill out the vocabulary sheets individually so that each student can demonstrate their
understanding of each word.
d. Students will work in small groups during the trivia activity so that they have to discuss the
vocabulary terms in detail, helping cement their understandings and support students that are
struggling to learn the words.

Instruction and Engaging Students in Learning


a. Introduction: Class will begin with students filling out the opener section of their opener-closure
sheets. Students will write down the learning target and answer the opener question individually. The
opener will ask students to define any of the six vocabulary terms for today they already know. After
students individually fill out the openers, the class will have a brief discussion of the learning targets and
2

their importance. Students will then share their answers to the opener with their elbow partner before
sharing out in a whole-class discussion.
b. Learning Activities:
After completing the opener, students will be spilt into six groups. Each group will be given one
of the vocabulary words. Each group will be responsible for looking up with the meaning of their
word in a dictionary and then creating a definition in their own words. After creating the
definition, the group will create a visual representation for their word as well. Finally, the group
will create a mnemonic clue for their word: a short word or phrase that will help students
remember the meaning of the word easily.
After groups have finished creating their visual representations and mnemonic clues for their
words, they will share them with the class. Groups will put their visual representation up on the
document camera and explain the meaning of the word and how their picture represents it.
Groups will also share their mnemonic clue for remembering the word.
After each presentation, students will be given a two minutes to fill out the vocabulary form
individually. Students must first rewrite the definition given by the presenters in their own words
and then write down the mnemonic clue.
After all groups have presented, students will be split into different groups with one member of
each of the original groups in each new group (the number of groups will depend on the number
of students present). The groups will then participate in a trivia game. The trivia game will push
students to extend their knowledge of the vocabulary terms into new contexts by coming up with
synonyms and antonyms, describing examples of the words, matching the words to images, and
answering critical thinking questions about the terms.
Finally, students will be given ten minutes to write a paragraph that uses each of the six terms in
the historical context of the Cold War.
c. Closure: In the last three minutes of class, students will fill out the closure section of their openerclosure sheets. Students will rate their understanding of the learning target from 1 to 4 and explain their
rating. Students will also answer the closure question which will ask students which of the words they
still dont quite understand. The class will then briefly discuss students answers to the closure question.
d. Instructional Considerations:
Multiple means of access: The material will be presented in writing and visually throughout the
lesson. Group presentations will include written definitions as well as visual representations and
the trivia game will include written questions and questions about images.
Multiple means of engagement: Students will be able to participate individually, in small groups
and in class discussions. Students will also be able to participate by creating written definitions,
drawing visual representations and/or by verbally sharing during class discussions, small group
work, group presentations and/or the trivia game.
Multiple means of expression: Students can express their learning of the vocabulary terms
verbally, in writing or in drawings at various points throughout the lesson.
Modifications/Accommodations: Struggling students or students with IEPs can receive help from
their small groups throughout the initial vocabulary activity. Students with writing related IEPs
will also create six stand-alone sentences using each term during the final writing activity instead
of a full paragraph.
e. Acknowledgements: Lesson plan and all materials created by Ryan Smith.

Name: ________________________
Period: ___
Vocabulary Words for ________________________

Word:
Meaning:

Clue:

Word:
Meaning:

Clue:

Word:
Meaning:

Clue:
Word:

Meaning:

Clue:

Word:
Meaning:

Clue:

Word:
Meaning:

Clue:

Use of Terms

Historical
Context

Grammar/
Conventions

4
All six vocabulary
terms are used
correctly. The
meaning of all
terms is clear.
All six terms are
used in an accurate
and significant
historical context.
Paragraph is free
from any
grammatical or
spelling errors.

Vocabulary Paragraph Rubric


3
2
All six vocabulary 4-5 vocabulary
terms are used
terms are used
correctly. The
correctly. The
meaning of most
meaning of most
terms is clear.
terms is clear.
All six terms are
4-5 terms are used
used in an accurate in an accurate
historical context. historical context.
Paragraph includes Paragraph includes
1-2 grammatical or 3-5 grammatical or
spelling errors.
spelling errors

1
Less than 4
vocabulary terms
are used correctly
OR the meaning of
most terms is not
clear.
Less than 4 terms
are used in an
accurate historical
context.
Paragraph includes
more than 5
grammatical or
spelling errors.